<p>Asians in the U.S. are often associated with achieving the American Dream. This perception is frequently reinforced by reports highlighting their overrepresentation in postsecondary education and other indicators of success, contributing to the model minority myth (MMM). The MMM marginalizes their experiences with racism in postsecondary education and has also been used to challenge affirmative action policies. This paper presents findings from a broader qualitative study that explored how Asians and Asian Americans (AAA) and Pacific Islanders (PI) define success in their lives. The analysis revealed that family played a significant role in how participants understood the value and purpose of postsecondary education. Participants described the value of postsecondary education through narratives of hope and generational sacrifice. These stories shaped how they understood education and reflected expectations communicated by family members and mentors. Participants also described generational differences in how education was valued. Those recalling conversations with immigrant parents or grandparents described college as a path to upward mobility and stable white-collar employment while those from later generations more often recalled being encouraged to “do what they love” in their academic and professional pursuits. This paper contributes to discussions about the purpose and value of postsecondary education by examining how generational perspectives shape AAA and PI experiences. The findings reveal the complexity of how success and education are understood. They challenge the model minority narrative and illustrate how postsecondary education serves different aspirations across generations.</p>